Understanding the academic learning of university students using smartphone: Evidence from Pakistan

As the number of smartphone users have increased worldwide, research on the usage of the smartphone has received scholarly attention. However, different results were found in previous studies in different contexts. The main research question is whether adopting smartphones by students improve learning or generates interference. The purpose of this study is to examine the usage of smartphone among university students in Pakistan. Using a survey approach, data were collected from different universities/colleges of Karachi, Sindh, Pakistan. total, 585 entries was analyzed using SPSS 21.0 and AMOS 21.0 software. Results of analysis, validated most of the hypothesis showing the intention of Pakistani students towards smartphone usage for academic purpose. In addition, findings confirm that students' self‐efficacy related to a smartphone works as a moderating role of intention to use a smartphone for learning and actual usage of the smartphone. The current study has several implications in terms of smartphone usage and student academic performance. Limitations and implications of the study are also discussed in the last section.     

Dark side of social media and academic performance of public sector schools students: Role of parental school support

Students are regularly engaged in several things at the same time during class and school time. They are using smartphones, tablets, laptops, and using social media on these devices while learning and attending class. However, there are some situations likely influenced by this, current study tests the influence of technostress, cyberbullying, and media multitasking in the context of students in technology‐saturated classrooms and how this is affecting their academic performance. This study further explored the buffering effects of parental school support on the relationship between technostress, cyberbullying, and student's performance. By using the person‐environment fit model, this study surveyed 248 public sector school students in two waves and examined the impact of these variables on student's academic performance. Results show that technostress, cyberbullying, and media multitasking have a negative impact on student performance, and school parental support moderates the negative relationship between technostress and student performance. Implications and contributions have also been discussed.